For my ‘musings’ for this Monday, I wanted to bring out some research behind some ‘education’ advertisements. These are inserted carefully between games on your smart phone. If you play word games, the education ads are more frequent than if you play games with matching fruit.

While we know the CCSS Machine is everywhere, it’s not surprising we see the in-our-faces propaganda showing up like this. The simple solution? Stop playing the games on your phone. However, while you may stop, what about the millions of others who won’t and thus those ads continue to be seen?

Below, I’ve going to show you 3 such examples.

Curio Learning’s Advertisement:

Warriors, note this one is targeting teachers. We know how awfully teachers are treated by the CCSS Machine.

What’s interesting about this free app (Curio Learning) you can download to your smart phone or computer: is by invitation only.

Curio Learning is also seeing education as something to be improved upon globally. The founder of Curio Learning is Ashley Lamb-Sinclair (KY’s 2016 Teacher of the Year). Her inspiration for creating Curio Learning, LLC? The Bill and Melinda Gates Foundation.(*Note: be sure to read all 4 pages of the above embedded article so you can see which teachers are targeted.)
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If you check out the blog for Curio Learning, you’ll see a definite global agenda in the posts. For example, “Treat Your Classroom Like a Temple of Heaven”. This one was written by a NJ Teacher of the Year (2016) and featured by Lamb-Sinclair. In the “Heaven” article, the writer reveals that the NEA (National Education Association) is behind the globalization efforts aimed at teachers.

Of course, Warriors, NEA’s ties to the UN (United Nations) and other global agenda carrying education reform groups is no secret. It’s also no secret that NEA is the group behind all the “Teachers of the Year” awards.********************************************************************

If you are curious as to how Curio Learning, LLC got its funding, it’s NOT the Gates Foundation, it’s KY basedKale and Flax (Human Centered Design Company).

(*Note: Warriors, if you’ll remember, National School Choice Week also used penguins dressed in yellow scarves. Why are so many CCSS Machine member groups using innocent penguins? Penguins ARE cute, they also live in a huge community. They are seen as ‘cool’, too.)

What teacher doesn’t wish to be ‘cool’? What family doesn’t wish to have their school choice as ‘cool’? For a more psychology based look at why we are seeing more penguins in our education ads, read this 2014 article. The CCSS Machine is diabolical. Using anthropomorphism (humans seeing their characteristics in animals) is one of them.
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Next Up, ICivics’ Advertisement:

Warriors, note right off the bat the social justice aspect is focused on here. “Literacy” should be reserved for English, or, as it’s been re-branded, ELA (English Language Arts). “Civil Rights” belongs in Social Studies. We’ve seen a dangerous mix of social justice in subjects it has no business being inserted into.

According to the iCivics website, you don’t just learn civics, you ‘play’ them. As in, on-line gaming. Founded by former Supreme Court Justice, Sandra Day O’Connor, you’d think iCivics could get the most basic of American concepts correct: that we are a Republic, NOT a democracy!

On Page 3 of the iCivics latest Annual Report, you’ll see that over 5 million students ‘reaped benefits’of the on-line games. (*Note: you’ll need to scroll down the page to the Annual Report.)

On Page 7, you’ll learn how Civics is being used as a tool to drive student’s behaviors.
Page 9 reveals how iCivics will grow to over 10 million students by 2020 via PBLs (project-based learning). PBLs are code for CBE (competency based learning). CBE is used on a global scale as a ‘one-way-to-learn-so-you-can-earn’ system.

Warriors, if you cannot read from the screen shot which CCSS Machine members are funding iCivics, here are the ones I highlighted: Carnegie Corporation, Bill and Melinda Gates Foundation, Hewlett Foundation, and, the MacArthur Foundation.

Is it any wonder true American civics is being replaced by social justice initiatives? Below, from the iCivics’“About Us”page (scroll down to the “Evidence” links), how “Next Generation Learning” is tied to Common Core and iCivics:(Source of SRI’s history can be found here.)

Warriors, be sure to go to the SRI website, too. Why? You’ll see how teacher professional development is still tied to CCSS (Common Core State Standards), how SRI is in bio-research for health care, and, more.

Otus’ Advertisement:

For the last advertisement, we’ll find out what or whom is behind Otus.

Warriors, this company exists to streamline data collection. It also is targeting all school leaders, not simply teachers. It’s got its data tracking aimed at assessments, too. Why? So you can see learning ‘in real time’. ( I am going to be a bit ‘cheeky’ here for a moment. If you want to see learning in ‘real time’, it won’t be on a computer!)In the above screen shot, you see a sample image for a student. Notice how it’s “Standards Based Mastery”. While I didn’t find the exact image used in the advertisement, I did find one very similar on the Assessments Management page. You’ll need to scroll down to ‘new and old gradebooks’.

(A 2017 Blog article reveals the Standards will be CCSS/NGSS and accessible by third parties.) (*CCSS: Common Core State Standards/NGSS: Next Generation Science Standards)

Among the Otus partners is CCSS Machine member organization, NWEA (North West Evaluation Association). If you’ve not heard of NWEA, maybe you recognize their ‘work’: RTI scale (Response to Intervention) and MAP (Measures of Academic Progress). This organization is an insult to any parent, student, and educator. Why?
While their advertising brags of ‘measuring what matters’, it is data raping in its most evil form: SEL (social emotional learning). What’s more is MAP is used outside public education! Private schools, home education, and faith based schools use MAP. My former research has proven this time and time again.

Also helping Otus be as CCSS aligned as possible, especially for assessments, is Khan Academy. Khan is among Otus’s shared educational resources. If you wish to learn more about the ‘free’ educational resources Otus offers, look at their ‘Classroom and Learning Management’page. Look for the ‘behavior tracking’ tool/resource.

Look further into SEL, RTI, and MAP, you’ll find Robert Marzano. Marzano is notoriously known for things like “Rigor Walk”. (Teachers and leaders are led around the schools with data tracking tools to measure students without consent.) My evidence on this is also research based and previously published on this blog.

You can access both my NWEA and Marzano articles here. (*Note: one of the NWEA leaders believes that if students letter ‘better’, they will score ‘better’ on these assessments. If they score ‘better’, they’ll be ‘better citizens’. “Better citizens” create a healthy economic system so everyone can benefit. I pointed this out in one of my NWEA articles. Look for it.)

Finally, from Otus’s Blog, an article from January 2018, will show you how to choose the best on-line formative assessment. The research Otus is relying on for helping schools choose the correct assessment? The George Lucas Educational Foundation!

Closing:

Warriors, before we part for today, I wanted to share with you a June 2017 article I wrote centered on the HARD and SOFT Goals embedded in SEL and Common Core. This article is not only vital to understanding why technology can be used against us in education and assessments, it’s vital to see how it ties to education in 2018 and beyond.

Anti Fed Ed Warriors, as “National School Choice” Week is about to begin, look out for massive amounts of cow chips to be flying. We’ve seen how the U.S. Secretary of Education has spun‘school choice’ recently. Also, we can more than likely expect another Presidential Proclamation in support of “National School Choice” Week as well.
Watch for your local and State leaders to jump on the fallacy-filled bandwagon, too.

Warriors, we know the problems of the federal government overreaching into the classrooms of ALL choices via ESSA (Every Student Succeeds Act). We also are fully aware of the massive amounts of P3s (public-private partnerships) overreaching in the classrooms of ALL choices via the CCSS Machine.

So, what do you imagine could possibly go wrong when the CCSS Machine-driven agenda for workforce based education (aka:CBE/OBE, competency/outcome based education; CCR, College and Career Readiness; CTE, Career Tech Education; and, STEM/STEAM: Science, Technology, Engineering, and, Math/Science, Technology, Engineering, the Arts, and, Math) meets a state and local government level?

Warriors, read on….

The Evidence Is In The Email?

Yes, Warriors, your eyes saw what mine did, a ’21-st Century take’ on the one-room school house has turned into the “one-school-agenda-driven-jobs-institution”.

The Other Evidence Is In the State Constitution:

From a March 2017presentationto the NC House of Representatives’ Appropriations Committee, comes this:

Warriors, if you’d like to read the General Statute 115-521, find that here. Again, notice the pecking order when it comes to what type of school is to be built, not necessarily what goes on IN those schools. In the closing pages of the NC House Appropriations presentation (embedded above), note that part of the plan appears to be to expand the NC State Constitution’s use of public schools. Use for what? By whom? Has anyone noticed and questioned or protested (if applicable)?!

How can the State be so blind as to take so much care of how a school is built and not what type of federal/P3 overreach happens on a daily basis? Why are the local citizens so happy to embrace new construction funds without seeing the CCSS Machine agenda in the way the buildings are being built?

Warriors, according to the NC House Appropriations Committee presentation, the General Assembly’s plan for offering a “Needs Based Public School Capital Fund” relies on 3 items. a) A Statewide Bond (oh, boy, ballooning debt by the time the Bond expires); b) Lottery Allocations (The current Needs Based Public School Capital Fund is fromexisting Lottery money. However, a quick look at how NC’s Lottery has been questioned before now, should leave us questioning how is the Capital Fund different); and, c) Local Option Sales Tax (that’s right, coming from a State with one of the highest taxes, NC citizens will have to give even more. Careful NC legislators, over taxing the people while muting their voices is called ‘taxation without representation’.

Some Questions/Pondering Thoughts:Warriors, I know there have been several everyday parents, grandparents, and guardians who have shared on social media their shock at the way the new schools arebeing built. Some have referred to them as ‘prison like’, some have seen the schools from the inside and gasped at the cluster-desk groupings, the open classes where no books are in sight, and more.

Here’s an architecture company’stakeon why schools are looking more and more like anything BUT a traditional school for academics. Also consider the past evidence I’ve shared with you about ‘open classrooms’ and how they are a brain child of the UN (United Nations). The evidence from the UN was found in Brazil in 2009 and 2011. Note that the tone of the 2011documentis all about IT (Information Technology). In the document, IT drives not only what is taught, but the types of tests (assessments) AND the buildings constructed to reflect all this 21st Century ‘improvements’. The kingpin for all this is SEL, Social and Emotional Learning. Here’s thearticleI featured all this in.

The tone for the 2009documentis open classrooms bring peace to everyone in the room. It’s more SEL, Warriors. What’s more is thearticle, I featured the UN Report in, shows you a NY State modern classroom which employs the 21st Century open classroom.

Closing:

Warriors, as always, look at what is going on like this in your State. Chances are, thanks to the CCSS Machine, that activities cloaked in goodness for local education, may just turn out to be an illusion. Just like ESSA’s treatment of ‘school choice’.

You’ve heard and read several times over about the global overreach in American education. So, finding out one more way in which it is playing out across our nation won’t be welcome news. It will help us make sense of how un-American the 2017-18 school year will be. This will not only be for our beloved students, but our teachers, as well.

What Prompted Me To Even Look:

Recently, Warriors, I saw a post on social media (several Warriors had shared this) about NY City Schools deciding to ditch graded assignments, where no one was going to receive a failing mark, and where NO pressure to learn. In fact, the NY Times published this article.

If you don’t have time to read the entire article, I’ll sum it up:Competency based education (CBE) on heavy doses of technology, Common Core, and a host of sold-out to the CCSS Machine beliefs. All through a program called the Mastery Collaborative. If you look at the fine print of the article, you’ll see it wasn’t written by the NY Times, but by the Hechinger Report. The Hechinger Report is up to its eyeballs in the CCSS Machine member organizations and their checkbooks. The only good news in the article is that Jane Robbins is mentioned as being critical of the entire CBE system.

When you look at the screen shot below, notice the look on the faces of the students. I’m not sure if their looks of non-excitement are due to the fact of their school work is boring or that it’s the middle of summer and they’re in a classroom.

Warriors, here are a few facts: 1) CBE is not new to America, or to the NY City school system. Thanks to WIOA*, HEA*, and ESSA*, CBE is on the rise. It’s also got global roots.
2) The high school you see above is Flushing International High School in Queens, NY.
3) You can find out about the school here (look for Page 484).
4) The article tells you all about the Mastery Collaborative, but leaves out that the former name of the CBE program was Digital Ready.
5) Many NY City Schools receive Apple computers. Applepartnered with the Obama Administration’s ConnectEd Initiative and has given thousands of computers ever since. (Look up at the screen shot again, what brand of computers do you see?)
6) Part of the framework the NY City School system uses in strong family/community connections to schools.
(*Note: to find out where I found the facts for 4, 5, and 6, from the NY City School system, look here.)
7) To learn more about the Mastery Collaborative, go here.
By the way, Warriors, here is one of the chief mindsets of Mastery learning (CBE): “Everyone understands how to succeed, because expectations are shared from the start. Basing grades on objective outcomes narrows the chance of implicit bias in grading. A growth mindset approach means that students hear “not yet” or “approaching mastery,” instead of “you fail.” “

The points I want you to take from NY are these:1) open design classrooms
2) any time of year (think year-round)
3) strong family/community/school ties which are meant to control(Warriors, keep these in mind. I’ll show you a 2009 UN document which embodies these very ideas.)

Warriors, you know this isn’t the first time I’ve shown you how ‘globally competent’ NC is making education. To see where the 2017-18 school year is going, let’s take a step back to 2013 first. Look below:

Part of the rhetoric and justification for NC’s openess (overtness) to being ‘global’ is simply stated in the 2013 Report, ‘if it’s not sustainable, it’s not strategy.’
Consider this quote featured in the Report:

Warriors, if you’d like the access the link seen in the screen shot, visit here.

To see both the ASCD and the latest for NC’s global love for ESSA and education, be sure to read my recent article.

The points to take away from NC:
1) global shifts in education are cemented into our States (including legislation).
2) as the shifts continue expect the ‘sustainability’ propaganda to ramp up.
3) globalizing means massive data trails, regardless of education choice or age.(Warriors, again, keep these in mind. They too will be found in the UN 2009 document.)

Overt Moves in FL:

This open move to shift education in America to a UN supported global mindset(manipulation of beliefs) has raised lots of concern. What is it? A behavior molding system used on students as young as kindergarten!

Fellow Warrior, Nancy Bailey just published her article on the mess. What I uncovered about the behavior system which is NOT exclusive to one school (it can be found nation-wide, as well as globally) can be seen below in a screen shot version of a Facebook conversation from the featured school:

To see the entire thread of conversation, visit here. Warriors, be sure to note that ANY behavior intervention is NOT curriculum, but a practice of services!

Long time Anti Fed Ed Warrior, Anita Hoge has been warning us for years about the SEL (Social Emotional Learning), as have many other modern-day Warriors. SEL is most definitely a part of the UN’s SDGs (Sustainable Development Goals), most especially from the early 2000s American created ‘Tool Kit’!

The overall attitude of theSDG Tool Kit is to use education as a ‘change agent’ for shifting attitudes, values, and beliefs. Another dangerous attitude is the fact that all this change is comng from WITHIN our established school systems and communities.For the third time, Warriors, keep all this from FL in mind. You’ll see how this, too, connects to the 2009 UN document.

By now, I’m sure you are puzzled as to how much of this PAST activity is going to be played out during the 2017-18 school year?

Simply put, as long as the US kowtows to the United Nations and their SDGs, we will NOT be free of the constant shift in education we are seeing. Why? Among the 3 top ‘designs’ behind the agenda to conform the entire planet: Economy, social, and environment. Education is the ONE unifying ‘weapon’ to solve all 3 designs.

To see the Obama ‘Fact Sheet’ on committing America to the Agenda 2030 and the SDGs, visit here.

To see the position of the current President on the nation’s economy and the SDGs role, visit the University of Indiana’s Maurer School of Law researched document.(*Note: Page 22 is where you’ll see the connections. However, read the preceding pages first to get the full context.)

**Warriors, the bottom line is the Trump Administration is hyper focused on jobs and the economy. We’ve seen recent news on the President and other leaders touting the importance of aligning education to workforce (job) needs for a better economy!

**Warriors, it doesn’t matter which political party our leaders (national, state-level, or local), when the powers-that-be committed us to this agreement, it meant every single citizen.

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Other Overt Moves:

From 2017: The Technocracy News and Trends article (Aug. 16, 2017) where the same UN boss as seen above is speeding up the implementation of the SDGs. For how it will continue to be seen in education across America and to find out the team tasked with ensuring all member nations comply, go here.

From 2015: An excerpt from the UN Declaration for SDGs/Agenda 2030, “We, the Heads of State and Government and High Representatives, meeting at the United Nations Headquarters in New York from 25-27 September 2015…have decided today on new global Sustainable Development Goals. On behalf of the peoples we serve, we have adopted a historic decision on a comprehensive, far-reaching and people-centred set of universal and transformative Goals and targets. We commit ourselves to working tirelessly for the full implementation of this Agenda by 2030….We are committed to achieving sustainable development in its three dimensions – economic, social and environmental – in a balanced and integrated manner….As we embark on this great collective journey, we pledge that no one will be left behind…This is an Agenda of unprecedented scope and significance. It is accepted by all countries and is applicable to all..”

One note, Warriors, in accepting this Declaration, it also accepted any and all previous UN agreements (ie: the Brazilian meeting where Agenda 21 was accepted, etc.)

The 2009 UN Document, “Open Schools”:

Actually, Warriors, the entire title is “Open Schools: Strengthening CompetenciesContinuing Education for the Open School Programme: Education and Culture for Peace”

So how does this fit into the current American education reform? 1) Competencies (as in the CBE shift from NY near the beginning of this article); 2) Lifelong education (as in the global birth to death shift we saw in NC, above); and 3) Social programs (as in the social behavior manipulation from FL, also above).

Every single one of these UN-derived threads is woven into the ESSA via: 1) digital and technology mandates, 2) competency, skill based assessment mandates, and 3) increased social emotion behavior management. These threads are woven very craftily to entangle not only the students, but the teachers, parents, and citizens. These UN planned threads will be in the hands of businesses and government. NO exceptions.

Warriors, if you still do not see how Open Education from the UN is in America, check out theOEC (Open Education Consortium: The Global Network for Open Education). According to their website, at least 3 Americans serve on the Board of Directors.

For contrast, if you’ve seen the NPR article about how “open schools are dead in America”, I urge you to read it. It claims ‘open ed’ started in America back in the 1970s. It also states that some of the threads have survived. (open classrooms, collaboration, student-led lessons)

Sure, they’ve survived. In the 2017-18 school year, we’ll find them in NY, NC, FL, and all the other 47 States. Thanks to ESSA.

Recently, Warriors, the U.S. House of Representatives’ Ed and Workforce Committee released a press notice about #WhyCTE Works. Below is a screen shot of the email I received which announced this strategy.

Basically, the email is sharing a few personal stories which fit the agenda’s shift from academics to workforce. It promotes this shift as positive. The HR 2353 Bill(Strengthening Career and Technical Education in the 21st Century Act) is also being pumped up as a ‘door opening’ bill for all.(*Note: before HR 2353 was numbered for record keeping, it was previously HR 5587. That Bill has the exact name the newer HR 2353 does! I broke down the Bill in its HR5587 version, here.)The newer Bill, HR 2353 has a sponsor in Rep. Thompson from PA. I exposed his involvement in the quest to increase CTE (Career Tech Education) in late 2016.

(*Notes: Rep.Thompson is hardly the lone promoter in the quest. I urge you to know your Representatives and Senators backing the CTE/CBE (Competency Based Ed) shift. The House of Representatives is not the only Chamber pushing workforce based education. The Senate has plenty of Bills as well. The above linked article exposed BOTH the Senate and House’s shift. If you’ve missed my previously published June 2017 article with some of the other related and latest Bills, click here.)

So, what does the newerStrengthening CTE in the 21st Century Act include?

Basically, it is HR 5587 with a different number. All the alignment and conformity of HR 5587 is in HR 2353. When you look below at the Ed/Workforce’s Press Release, notice the underlined phrases. As far as those bullet points with ‘positive’ moves? A bunch of CCSS/CTE bull manure.

Of course the Ed/WorkforceCommittee will champion anything which aligns education and workforce. Rep. Virginia Foxx is the Committee chair. Her view on ‘quality education’ is seen below:

For the level of support behind HR 2353, take a look at the screen shot below. (A list of reasons why HR2353’s push for #WhyCTE Works? is in the next paragraph.)

The Senate HELP equally champions alignment between education and employment. The Committee’s chair, as we know, is Sen. Lamar Alexander. Here is a screen shot from his Congressional website:

Also, consider this letter addressed to the select Senate HELP Committee members(including Alexander and Murray; key CCSS Machine members who sold the nation ESSA, Every Student Succeeds Act)I found another letter from a known CCSS Machine organization (CLASP)imploring Sen. Alxeander to use CTE as laid out by WIOA (Workforce Innovation and Opportunity Act) as a tool to align education. (*Note: back in Sept. of 2016, I published a scathing article on CTE, CLASP, Alexander/Murray, Congress, and early learning alignment..for our babies!)

Why We Should be Adding “Not” To CTE:

Warriors, for starters, simply put CTEIS the adult version of Common Core. In fact, I showed you, back in 2014, how CTEused to be worded. It was “Common Career and Technical Core Education”. As time progressed and the truth about CCSS came out, the name changed to ‘Career and Technical Education’. Quick to not be seen as aligned to the “State led Standards”, the powers behind CTE, dropped the two words “Common and Core”. In many cases the ‘and’ has been dropped as well. Nothing like a quick name change to fool America, huh?

This is always reason #1 to NOT have CTE, it’s 100% CCSS aligned. (*Note: if you’re not sure how, ask me.)

Reason #2 to say “NOT”: More federal control over how States recieve and use their Perkins (CTE) funds.

Reason #3: Associate degree programs will be shifted to a ‘post-secondary credential’ (It’s optional if credentials are ‘industry recognized’).

Reason #5: In HR 2353, you’ll find ESSA supportive moves, like middle school ‘career explorations’. You’ll also find every student group, even those outside of traditionally public schools will be included. You’ll find that financial aid is tied to CBE and CTE ‘results’.

Reason #6: HR 2353 is HR 5587 updated. Just as in WIOA, ESSA, and 5587; HR 2353 has the increases for ‘early college high schools’ and more.

Reason #7: CTE in Native American education. If you want to see how ESSA impacts Native Americans, I urge you to read my article on the subject.

Reason #8: You’ll be able to add ‘in-demand’ and ‘evidence-based’ to the long list of CCSS Words/Phrases we loathe. “Rigor” and ‘challenging’ are written throughout the Bill.

Reason #9: Increases P3s (Public Private Partnerships). This is also found in ESSA. Nothing like a business to run education, is there?

Reason #10: “Pay for Success” models in education are always a ‘lose-lose’ situation. Expect plenty more with HR 2353.

Warriors, by no means are the above 10 reasons the only ones to say NO to CCSS’s CTE. If you are new to my research/blog, please, ask me or use the provided search bar.

I also will state for the record that I am NOT ‘anti job’. Jobs are a great thing. However, as we are seeing more and more of our lives funneled through the CCSS Machine, we are seeing LESS and LESS of our naturally given freedoms to choose what TYPE of job(s) we’ll have. Our ancestors fought to STOP child labor; CTE is breeding child labor-minded workers.

There is no amendment to the U.S. Constitution protecting our children in this area. The last time an amendment was proposed to ban States from exercising child labor was 1924. In that proposed amendment, Congress would usurp the States’ Rights for labor. Only 28 States ever ratified the Amendment. It takes 38 States to ratify to be added to the Constitution.

We know CCSS Machine exploits education. What will we do to STOP CTE from exploiting our children?

Today’s article will feature a variety of informational tools you can use (aka ‘accoutrements’) for our continued War vs. the Core.

Money Talks In This War:

1) ICYMI: My no-holes-barred lookinto President Trump’s Proposed Budget. The CCSS Machine’s education reform takes money to keep up its agenda. Our government has been a party to this for long enough. If we are to see the end of Common Core during Mr. Trump’s service, we MUST use truthful evidence to hold ALL of D.C. accountable, not just a select few.

2) My 7 page “Anti Fed Ed Common Core and all Its Related Activities” document. Within these 7 pages is a breakdown of priorities, we as Warriors must address surrounding the federal budget. See: AntiFedEdCommonCoreandallItsRelatedActivities

Within Mr. Trump’s plans, I found 85 ways his requests KEEP the CCSS Machine going. My priorities list gives you a mountain of accoutrements to use, just look for the highlighted words, you’ll be able to access years worth of researched evidence to support the priorities.We have no time to waste in crunching numbers to wipe out nationally led education.(*Note: Mr. Trump’s Proposal must be approved by Congress. We’ve also yet to see what Congress has laid out for education reform.)

As we learned before, all federal Cabinet Departments are in on the transforming education from academic based to workforce training.

Control From Above:

1) ‘New’ State Templates for Writing Your ‘Own’ ESSA Plans.
Yes, my Warrior friends, the U.S. Dept. of Ed recently released an updated version for how our States should formulate their educational plans. However, with the first ESSA deadline a few days away (April 3, 2018), how much difference is really in the new version? If a State is to be free enough to formulate its own education plan, is the Dept. of Ed still micromanaging?
ICYMI, the press release is embedded above. I include it so you can not only read the ‘feel good’ language has chosen, but you can see embedded links to the Council of Chief State School Officers (CCSSO), Great Schools of America, etc.(*Note: In the U.S. Dept. of Ed’s letter to the CCSSO, you’ll find how DeVos chose to promote a ‘concerted effort’ between States and the organization.)

Here’s your Warrioraccoutrement! From Page 2 of the ‘canned’U.S. Dept. of Ed’s ESSA State Plan.

You can find the new ESSA States guide, here. States are not being given an option when it comes to working with the CCSSO.

Compare the above screen shot to the one below and see what changed from Dec. 2016 to March 2017:

2) CCSSO, AdvancEd, and the Aspen Institute
Back in Sept. 2016, North Dakota Dept. of Public Instruction staff traveled to a CCSSO Meeting held in Atlanta, GA. As it happened, AdvancED was also holding aSymposiumwhich fit right in withthis meeting. AdvancED even suggested you do some pre-Symposium reading. The goal of the Syposium? To supply State leaders with pre-formatted State Plans devoloped by AdvancED .
The topic of both the CCSSO’s and AdvancEd’s meetings? ESSA Implementation at the State level. While I’ve been unsuccessful in finding evidence of the CCSSO’s meeting held at the same time. I did find the ND notes about the meeting. See below:

Not long after the duo of CCSSO/AdvancEd influence over our State Education leaders, CCSSO teamed up with the Aspen Institute for another ESSA‘guiding tool’.Warriors, for us, it’s an accoutrement! How? It reveals how these pro CCSS groups are telling States how to act, what to do, what to say, and where to seek help.

What About Asssesments?Warriors, it’s no secret we’re in the ‘opt out’ season. We’ve seen the ESSA evidence about keeping the 95 percent assessment rate. States, via ESSA’s mandates, will include the participation rates.

Where? In the State’s accountability reports. States will have to turn these into the U.S. Dept. of Ed. Why? To keep receiving state-formulated grants.

1) An accoutrement we can use is the Fair Test’s latest on why and how to ‘opt out’. However, this comes with a warning. Fair Test is backed by the CCSS Machine and is tied to the New World Order Foundation. Much of the ideology held by NWOF is tied back to the global mindset found in the UN (United Nations). National Education Association (NEA) is also a key backer for Fair Test. Taking into consideration how sold out to the CCSS Machine and ESSA, the NEA is, don’t trust their advice!

2) What about the global push for assessing education?Warriors, we know Programme for International Student Assessment (PISA) isn’t going away. PISA is a tool of the OCED (Organisation for Co-operation and Economic Development). OCED loves to work with the UN.
Here’s an accoutrement you can use. The Center for Curriculum Redesign (CCR), has published a series of articles about the need for MORE skill based assessments. This is only one part of the puzzle the CCSS Machine uses for advancing CBE (Competency Based Education)

I found out about this when a stranger posted to my Common Core Diva Facebookpage with the message to help save future doctors, workers, etc. Since I’d never heard of this person before, I wanted to check it out. Here’s the article. Below, see the screen shot from the end of the competency based assessment article. I’ve underlined 4 easily identifiable CCSS Machine supporters.

The CCR has 2 ‘must have’ accoutrements. The first addresses the 21st Century need for more assessments. The second addresses the workforce/skill based‘needs’.
Why these are such a prize set of accoutrements is they are designed leaders and the more corporate minded education reformer. These will tell us what is coming and how our students will be over-assessed to fit a job slot, not their minds.(*Note, Warriors, take your time exploring the CCR’s website. You’ll find international education groups, participating countries (example: Finland, which may be why we’re constantly comparing America to them), corporate partners, philanthropic groups, and more.)

Warriors, back on February 19, 2017, I wrote an article detailing a UNESCO education event being celebrated in the US (and other nations). Our U.S. Congress passed a Resolution to honor the International Mother Language Day (IMLD).

As a companion article to “Mother”, we’ll be using ‘Father’ today.

From 2002, A UN Inspired United States of America Tool Kit:

The Tool Kitis actually a 142 page document. The version I’ve embedded has highlighted sections from my fellow Warrior, Karen B. You will find her notes valuable. I’m including mine below. The Tool Kit’s full title: “Education for Sustainable Development Tool Kit”.

The Tool Kit is from the University of Tennesse’s Waste Management Research and Education Institute. From what I could find about the Institute, back in the 1990s, it was allowed to select K-12 curriculum resources for recycling and related activities. The Institute’s involvement in K-12th grades was provided for in TN’s State Code 68 (Health, Safety, and Environmental Protection)

(*Note: In 2006, the Waste Management Reserach and Education Institute was absorbed, along with 2 other University of TN entities, to form theISSE(Institute for a Secure and Sustainable Environment.)

I’m sure you are asking yourselves how all this ties to the UN, by now.

Making Sense Of It All:

To answer your questions about how this is all tied together, you should know this:

***Sustainable Development (as laid out by the UN) is being used as the ‘change agent’ to shift curriculum, education, jobs, and even our communities here in America. By exposing this Tool Kit, you can see the ground work which has been going on for years to accomplish the shifts. The UN’s thinking is, change must happen, but it must not feel like it’s coming from anywhere else, but within your local area.***

In my previous articles , and my fellow Warrior, Alex Newman’s(The New American Magazine) we have exposed of the UN/UNESCOtakeoverof American education. (*Note: many other Warriors have gone before Alex and I to expose the UN’s grasp on America. It is an honor to be among them.)

1) The author of the Tool Kit from Univ. of TN states in the beginning pages that she created the document after attending several UN meetings. Her name? Dr. Rosalyn McKeown. (*Note: Her first Tool Kit was published in 2000.)

3) McKweon’s idea in creating a Sustainable Development Tool Kit? When communities and education work together well, schools can adjust curriculum and resources used! (This is in Chapter 4 of the Kit.)

a) McKweon takes the UN’s global agenda and put the ‘make it local’ twist to it in her Tool Kit.

b) From Chapter 2, the definition of SD (Sustainable Development) is broken into 2 connecting sections. The education of SD is theory based (examples:discussion/critical thinking). The education for SDis using the theories in action (examples:project based learning/community initiatives).“All education serves a purpose or society would not invest in it.”You will find SD woven throughout these educational laws: ESSA (Every Student Succeeds Act), the STEM Act of 2015, the HEA (Higher Education Act), and the WIOA (Workforce Innovation and Opportunity Act). (*Note: because SD is not education based, we will find the agenda woven in almost every bit of legislation we have, present day.)

If you are interested in the Social Emotional Learning, look to Pages 12, 13, 14, and 17. Page 18 gives a chart for SEL.

If you are interested in workforce based education, Page 20 gives you the skills needed for CBE(Competency Based Education which oddly enough sound very close to theSCANS ReportCBE skills). I’ve compared them for you.

c) On Page 8 of the Kit, we are told SD is hard to define, yet because SD is so all encompassing and interconnected, SD must become a priority.
Page 8 also reveals SD is generally broken into 3 areas: economy, environment, and, society.

The last important thing Page 8 (and again on Page 10) we can learn is the SD (backed up by the UN) is non-educatorcreated. (Warriors, where have we seen this in recent events?) Warriors, do you see that ‘education’ is NOT mentioned in the 3 areas of importance? (*Note: Pages 8 and 9 lay out the 18 principles of SD in connection to the 3 areas.)

d) Between the Chapters of 3, 5, 8, and 9, you’ll see the intent of the Kit is to lay out how communities and education will be shifted from a top/down, bottom up impact (government). The shifts to SD (some are already firmly in place in your community, while others are being secured) will be so subtle, they will feel like your community decided to join in because ‘it’s a good thing to do.’ (*Note: Page 27 reveals how using the media will play a part in the shift in thinking, values, and attitudes toward SD. Page 35 will show you how the education funding stream will also be shifted, especially in teacher training!)

e) The Tool Kit also gives us the 7 Steps of establishing CBE (Competency Based Education).

f) Page 42 details the change in education for SD alignment: you must have the 3 Ps (Program, Policy, and Practice) in place. WHY? (Page 43) Intervening in educational systems shifts education’s success.
Page 44, shows us the alignement will ‘breed’ more programs for ‘success’. When you have the 3 Ps in place, permanent change is the result. (Page 47). Look back to Page 38’s Case Study of Toronto Cananda. You’ll need to look for the 21st Century Learner Phases.

g) Warriors, be sure to access the Exercises in Chapters 11-16. It will be very easy to spot the plot unfolding before us.

4) Other Sustainable Development/UNESCO resources:
These are essential in understanding the underlying goals of the UN/UNESCO: shifting values, attitudes, beliefs, and, actions.

a) The Cloud Institute has this short video explaining the ‘change agent shift’ as “change your education to change your way of thinking in order to change the way you believe and operate in daily life”. Featured in the video is Jamie Cloud (considered a champ in the US for Sustainable Development’s role in changing education).

Ms. Cloud is also connected directly to the Green School Movement, as well as the SoL Ed (Society for Organizational Learning Education Partnership.)

From the Cloud Institute’s website, this excerpt, “We believe that K-12 education can substantially influence beliefs, attitudes, values, and behaviors related to sustainability. This is the most fertile ground for helping to shape a society committed to sustainable development. We develop in young people and their teachers the new knowledge and ways of thinking needed to achieve economic prosperity and responsible citizenship while restoring the health of the living systems upon which our lives depend.” (*Note: ‘leverage’, monitoring and transforming school resources is also involved.) See the Cloud’s Mission Statement.

This short (13 pages) Document is almost chilling in its revealing overhaul of education as we now know it. Mandatory Pre K; Nine to 10 years of basic education; and, lifelong skill based learning beyond that! (Sound familiar, Warriors?)

c) The UNESCO 2014-2021 Medium-Term Strategy Plan: unesco-agenda(below is a screen shot from the Plan)

Closing:

Warriors, I hope you’ve seen how “Mother” and “Father” are connected. The UN seeks to do nothing good for us, yet their claim is, ‘it is good’. Just remember this, SDhas been inserted in the CCSS Machine’s education reform ON PURPOSE. SD is woven into our hybrid learning, our internet, our TVs, and everywhere in between. Jacques Delors (Chair of the ICE 21) recommended ‘all education reform must be done in the spirit of SD.’

Anti CCSS Warriors and those Against the CCSS Machine, have you seen the delusions of grandeur being manufactured at almost break neck speed lately?!

Between the stacked deck of pro CCSS folks being tagged for leadership and the main stream media cranking out plenty of false positives about education, it’s enough to make our heads spin.

For example, recently Tom VanderArk’s “Getting Smart” website shared a guest written article about personalized learning in the classroom. Now, if you’ve heard of Mr. VanderArk, you know he is a master deceiver when it comes to a quality education. He’s absolutely, 100% sold out to the CCSS Machine’s reform. Part of the reoccurring message he (and others like him) shares is how fantastic ‘personalized’ learning is.

What these deceivers don’t count on is that we, the Warriors, are onto their delusions. “Personalized” learning in the “Era of ESSA” is code for ‘competency based education designed to NOT teach, but to CONFORM’.

“Personalized” learning is also code for digitally based data mining. “Personalized” learning is also being used to create false positive results when it comes to assessing how much our students are learning. Put another way, the digital based ‘personalization’constantly grades on a steep curve.

In this context, the CCSS Machine banks on the fact that the general population HEARS‘personalized’ as ‘custom’. It banks on the fact that when we hear ‘custom’, we PERCEIVE it as ‘exclusive’.

As a society, we are taught that ‘exclusive’ is special, is to be sought after. That somehow ‘exclusive’ means BETTER than everything else.

We are taught that by having something ‘exclusively’ means we have something NO ONE else can have.

EVERY student will have the same type of education, there is NO true “personalization”! Only illusions.

As long as education is funneled through competency based Common Core/Career Tech Education/College and Career Readiness and all that goes with it, the delusions live on.

The Article:

“Getting Smart” featured a letter to the President-elect/new administration written by a KnowledgeWorks staff member, Lillian Pace. Warriors, KnowledgeWorks is another 100% sold out to the CCSS Machine member organization. I’ve researched them in the past and have shared with you how deeply their allegiance to the education reform runs. This group is not after our students aligning, it is after our ENTIRE communities being aligned to conformity based education, life, and everything connecting the two. Below is a screen shot from one of my 2014 articles. This was the first one I wrote about KnowledgeWorks (KW).

To access the entire article: https://commoncorediva.wordpress.com/2014/10/24/fom-friday-knowledgeworks-or-knowledge-quirks/

The Deluded Sales Pitch Points:
a) “leverage the vast amount of innovation occurring across the country to help States and school districts build an education system that provides all learners with access to a personalized education that enables them to master the knowledge and skills critical to success in college and career”How did KW propose the President-elect and his staff accomplish this?! MORE incentives! As if Race to the Top’s incentives didn’t teach our nation about how badly the carrots-on-a-stick delusion worked.

b) Post-secondary Transition Innovation Funds where the money would be “administered jointly by all Department offices with a stake in K–12 and post-secondary policy”

c) Create a Pathway Program for employment.While WIOA (Workforce Innovation and Opportunity Act) already ‘gave’ us ‘personalized learning for employment’ (Career Tech Education, Career Pathways, Career Tracks, Career Clusters, American Apprenticeships, etc.), this NEWPathway “would have the “federal government and the employer would equally share the cost of tuition; however, the federal government would reimburse the employer if it employs an individual for two years after obtaining a credential.”

d) Increase dual enrollment and early college high schools. Warriors, each of these are already ‘personalized’ to not only WIOA, but to CCSS, CTE, and will increase via ESSA! We do not need MORE of what has already been passed into law. The same can be said for Points A, B, and C!

Closing:

If you’d like to see the slick CBE (Competency Based Education)‘personalized’ learning sales pitch KnowledgeWorks has produced to help our nation see how valuable it is.Listen for the key educratic buzzwords, as well, Warriors. Especially ‘every child succeeds’.:

Warriors Against Fed Ed, you know I’ve been a consistent researcher on the post-secondary education front. You are also aware how I’ve shown you document upon document which proves the CCSS Machine is NOT content with traditional K-12th grade educated students, rather, it is after our babies all the way to our grandparents.

It also means EVERY school choice, at some time or another has been, or, is in the process of being..

100% streamlined alignment to Common Core, Career Tech Education, College and Career Readiness, STEM, and all that goes with them.

During the past couple of months, I been especially focused on just how desperately our U.S. Congress is churning out propaganda on the ‘value’ of an educated (and streamlined) workforce. Not to be left out, the U.S. Dept. of Ed has echoed this. The CCSS Machine has placed it’s change agents in our government very strategically.
This agenda is to be continued in 2017.

So, what has the U.S. Dept. of Ed had to say about adult ed and its future (2017 and beyond) that I’ve not already shared? Look below.

The December 2016 Blog Entry:

The “Homeroom” entry this screen shot came from was dated 12/1/16. You can access the entire entry, http://blog.ed.gov/2016/12/committing-adult-schools-2020/

Here is the context for the picture you see above, “Over the last few months, staff of the Office of Career, Technical, and Adult Education (OCTAE) visited adult charter schools and schools for disconnected or opportunity youth in the D.C. area. We were inspired by the dedicated students, faculty, and staff and saw the need for more high-quality and adequately resourced adult and family charter schools, pilot schools, or other blended learning or hybrid schools for adults and opportunity youth in the United States. There are currently 36 million adults and 5.3 million disconnected or opportunity youth in the country who could benefit from access to such schools.”

Look at the logo on the gentleman’s chef shirt. That is the logo of the Carlos Rosario International Public Charter School. You can see the logo below. Be sure you note the two facts I inserted on this screen shot.

From the School’s 2014-15 Annual Report, this screen shot shows several CCSS Machine member groups as donors.

To see the Report: http://www.joomag.com/magazine/mag/0970131001453241021?feature=archive (*Note: Page 48 is where you’ll find this picture.)

Also in the Homeroom blog entry, was this bombshell, “Today, December 1, 2016, OCTAE, the Barbara Bush Foundation for Family Literacy, and the Carlos Rosario International Public Charter School hosted the first Adult Schools Growth Forum focused on expanding high-quality schools for low-skilled adult learners, opportunity youth, and other disadvantaged older youth and adults.”

Featured speakers from CCSS Machine member organizations were there. For example, the Center for Education Reform (the same group which beat President-elect Trump’s door down with the message of continuing to incentivize educationfor ‘innovation’ and ‘technology’.

If you would like to see the CCSS Machine at work about the Forum from 12/1, head over to Twitter and type in #MoreAdultSchools.

Oh, when you access the Homeroom Blog, please read the comments which have been displayed. Every one of them is in support of this type of education. I wonder if they’d be so supportive if they realized the CCSS Machine’s intent for each student.

In The Next 3 Years:

Over the next 3 years, a national commitment has been issued (via the Blog entry) to create 100 MORE adult public international charter schools! You can access the ‘menu’ of adult schools action steps: adult_schools_growth_forum_menu_of_options(*Note: the first group targeted for ‘adult education’ is investors! Parents are dead last.)

Carlos’ School Is A Trailblazer:

Here’s a document you’ll really want to get your hands on. It’s a Case Study of the Rosario Adult International Public Charter School. It was conducted by CAL-SIOP (Center for Applied Linguistics-Sheltered Instruction Observation Protocol). Below is as great a piece of evidence as ever to show the purposed intent for our adult students and their alignment to the same type of ‘workforce based education’ our younger students are experiencing. Note the dates almost line up with the introduction of CCSS/CTE, too!

If you’d like to know about the Middle States Assoc. of Colleges and Schools (MSHE), be sure to go to their website. In 2013, there was a name change which is pretty significant for our War vs the Core. You’ll also want to note their involvement with CHEA (Council on Higher Education Accreditation). MSHE also has a K-12 branch.
See: http://www.msche.org/publications/PromotingEducationalExcellenceandImprovement2015FINAL.pdf

OCED (Organization for Social Co-operation of Economic and Development), in 2005, published the results of the first Adult Literacy and Life Skills Survey. Here’s an excerpt, “The Adult Literacy and Life Skills Survey (ALL) is a large-scale co-operative effort undertaken by governments, national statistics agencies, research institutions and multi-lateral agencies. The development and management of the study were co-ordinated by Statistics Canada and the Educational Testing Service (ETS) in collaboration with the National Center for Education Statistics (NCES) of the United States Department of Education, the Organisation for Economic Cooperation and Development (OECD), the Regional Office for Latin America and the Caribbean (OREALC) and the Institute for Statistics (UIS) of the United Nations Educational, Scientific and Cultural Organisation (UNESCO).”

In the above picture you see a classic example of a brilliant mind. Leonardo da Vinci’s “Revolving Bridge”. He created this, and other bridges for military purposes. The bridges were light weight (easy to carry, travels well), they were sturdy (conveyed strength), and they lasted long periods of time.

I use this as an example, not to give you a history lesson, but to use it as an analogy for the webinar devoted to higher education.

During the CCSS Machine sponsored webinar, education bridges, ladders, and pathways were discussed. Much like Leonardo da Vinci’s “Revolving Bridge”, higher education is set to become transportable (easy to carry, travels well/stackable, chunkable certifications), sturdy with more ‘rigor’ (conveying strength), and lock in lifelong learning (lasts a long time).

The Webinar:

Hosted by Atlantic Live! (an arm of the publication, The Atlantic Magazine) Atlantic Magazinealso has another arm, a project called “Next America”. If memory serves me correctly, the last time I wrote about “Next America”, Sen. Lamar Alexander was a featured speaker. If I’m thinking correctly it was the time period leading up to HR5 (Student Success Act) and S1177 (Every Child Achieves Act) were in the making. Of course, as history shows, HR5 and S1177 ‘married’ and gave us ESSA, Every Student Succeeds Act.

Why do I bring this up? IFhistory is about to repeat itself, then Atlantic’s Next Americahaving Rep. John Kline and other sold out CCSS Machine members gather to ‘discuss’ where higher education should go, we need to pay attention! Especially when your conversation guides are hand picked to feed the agenda of streamlining education to create a birth to grave education ladder or bridge.

The image you see above is NOT from one of the CCSS Machine member organizations present at the webinar. But, it does give you a great idea how the webinar’s conversation was geared.

Lumina Foundation, the Gates Foundation, Next America, the U.S. Chamber of Commerce, and key members from SIGs (special interest groups) in higher education either had representative speak or they helped fund the production. Adding Rep. John Kline as the only federal Congress member was not a fluke. It was a strategic move. Kline admitted during the webinar that he had just come from breakfast with Sen. Lamar Alexander. You see, the two are partners in education demise.

1) The changes are coming, no doubt at all. The CCSS Machine has already begun turning the screws for higher education/post-secondary education. As I’ve shared with you many times, this is how EVERY citizen from ALL educational backgrounds will be funneled through the CCSS Machine. One of the choice terms for citizens during the webinar? “Human Capital”. The very first comment spoken by the Lumina Foundation’s education ‘expert’: “Post-secondary education MUST change.”

2) The CBE (competency based education), Career Pathways, MOOCs, digital learning, soft skills development, and more are the front runners for all the changes. New patterns, systems, and alignment are either in the works, or yet to be created. BUT, they will be added.
3) Purposed placement of school counselors in our K-12 systems are already identifying students who are ‘achievers’, tracks them, pulling them into a pathway to a baccalaureate degree in college (sometimes early college) via community colleges(which by the way, are Common Core, Career Tech aligned). Then, these graduates are funneled through to a 4 year institution. Look for “Pathways Colleges”. The example program given was “Pathway to Baccalaureate”. See: https://www.nvcc.edu/pathway/(*Note: look for the ‘extraordinary pipeline to college’. Running this program? Former NC Community College President, Scott Randall. He was key in helping align all 58 NC Community Colleges to the CCSS Machine.)

The rest of the students? They get tracked too. Their path will be directly to community college, get a skill, get a job. Return to community college, get another skill, return to job. Repeat this cycle until you have all the credentials you need to enter your career field. The ‘new’ higher education?! Imagine it for 100% of the population. I’m not kidding. Some form of higher education (aka: post-secondary institution) is what can help America.

4) Rep. Kline’s comments contained these ‘gems’.
a) The key higher education moves in the U.S. House’s “Better Way” plan. It was revealed that the Paul Ryan pushed Plan is based largely on Kline’s earlier work in politics. Education is SO important that it’s embedded in the ‘economy’ plan under item #4.
See: http://abetterway.speaker.gov/?page=economy (*Note: KIine was quick to repeatedly use ‘bipartisan’ and ‘bicameral’ when it came to education. However, for all the bi-partisanship in the House, he didn’t mention the House Democrats view for higher education. If you want to see what CCSS friendly programs they would like to keep or expand: http://democrats-edworkforce.house.gov/issues/education/higher-education. Examples of CCSS aligned programs: TRIO and GEAR UP.) Kline was asked how the Senators view higher education. He said that was ‘unfair’.)
b) The U.S. Congress only has a few days left before closing before the 2016 Election, so much has to be done quickly. Means rushed legislation moves. Bad news for everyone.
c) “More Access, More Success” via lower costs in higher education. His solutions?! CBE and digital education. America MUST promote innovation! This will keep the government out of the way. Oh really?! I guess the ConnectEd, the Computer Science for All, Digital Promise, etc. are all ways to keep government of education. Especially when each of these i is embedded ALREADY in ESSA and WIOA (Workforce Innovation and Opportunity Act) or their related legislation. By the way, Kline said there have been 5 related bills already passed by the entire Congress to continue support for America’s College Promise (Obama’s plan for ‘free’ community college. “Free” is costing taxpayers at least $60 billion.) Way to keep government out of education, huh?!
d) Kline favors more digital, that’s obvious, but he also stated that families and students need things simple..as in a digital dashboard. The biggest impediment right now in higher education? Seat time because it’s taking away from CBE time and hinders credit hours. More P3s (used the Clemson/car manufacturing joint program as an example.) are the best way for America to go.

5) Add to your list of global programs, like “Education for All” and “Universal PreK for All”. The new one brought up in the webinar? “Universal Free Public Higher Education”.
I found the EduCause’s older version of “universal higher education for all” (circa 2000).
See: https://net.educause.edu/ir/library/pdf/ffpfp044.pdf

There was plenty more in the webinar which can be used to alert us to the ‘global citizen’ mindset that the CCSS Machine is shoving at us.
a) pay as you go/learn to earn models
b) systems where higher education tracks your work hours while tracking your education hours so that you can have 2 transcripts to show you are a skilled citizen
c) eliminating extra curricular activities to divert space for the common community’s good (example: Paul Quinn College shut down their football team (said it was a drain on finances) and converted the football stadium into an organic community accessible farm.) The President of Paul Quinn College has been glorified by the Atlantic Magazine. He’s also been groomed for educational ‘success’ in part by the Aspen Institute. (Article about the President: http://www.theatlantic.com/education/archive/2016/09/bringing-a-college-back-from-the-brink/500375/)

I am not singling out this college, but rather, using it as an example. The reason we have extra curricular activities like football, arts, music, etc. is to expand our minds, exercise our bodies. Seeing these vital parts of Americana vanish is sad. Seeing them aligned to the CCSS Machine, outright tragic.

Seeing so many leaders in America moving us away from independence and freedom is not only un-American, it’s criminal!

Warriors Against the Core, the rhetoric is ramping up to never-before-seen heights in my researched opinion.

I took my ‘powder puff gloves’ off today, because I am absolutely INCENSEDabout our politicians. Between the ‘BS puppet Congress’ in DC to the federally funded addicts in our State Governments, I have had it!

You want to know what each and everyone of those who’ve sold out to the Common Core Machine has given US?

While, We the People; elected these representatives, senators, governors, lieutenant governors, state cabinet members, local leaders; we did so in TRUST and GOOD FAITH. How have we been repaid? With DECEPTION! With CONTEMPT! It’s assumed that if there’s enough smoke and mirrors, we’re TOO STUPID to know we’re being led off a cliff.

What have those in charge deceived America with?

An army of businesses with enough money to spin propaganda while profiting off our families;
Illegally based legislation which continues to codify other illegally based legislation;
Uniting with the enemies of freedom, the Constitution, and our future;
Allowing harmful assessments to be conducted in the name of research;
Turning a deaf ear to the truth and/or discrediting those who dare to expose it;
Pretending to be part of the solution in education when there’s no educational experience;
Saying ‘no’ to one part of the reform, while actively supporting it from another angle;
Promoting ‘quality’ education from this reform when there is no such thing;
Direct lies including omitting ANY part of the truth in repealing ANY of the toxic reform moves or related activities;
Ignoring the oath to uphold and protect the Constitution and your constituents;
Signing agreements which allow data mining;
Eroding our nation’s educational system to become globally aligned;
Telling us we CAN have our authority back; and
Continuing to lay the groundwork to undermine our towns, our cities, our states, as well as our society as we know it all in the names of

Who is Machen? He was my kind of man. You see what he said it the featured picture. But what else has been heralded about him? “Long before the federal Department of Education was finally created in the 1970s, efforts had been made to establish it in the 1920s. Machen vigorously opposed those efforts in published letters, essays in national magazines, speaking engagements, and in an appearance before a joint Congressional committee. There, Machen warned against government control over young people: “If you give the bureaucrats the children, you might as well give them everything else as well.””Source: https://fee.org/articles/j-gresham-machen-a-forgotten-libertarian/#0

That testimony?! Powerful, in-Congress’s face words! Here are a few very appropriate phrases we need in 2016:

” Mr. Chairman and gentlemen of the Committee, there are two reasons why a man may be opposed to a bill which is introduced in Congress. One reason is that he thinks it will not accomplish its purpose. The other reason is that he thinks that the purpose that it is intended to accomplish is an evil purpose.“

“The purpose of the bill is made explicit in the revised form of it which has been offered by Senator Means, in which it is expressly said that the department of public education, with the assistance of the advisory board to be created, shall attempt to develop a more uniform and efficient system of public common school education. The department of education, according to that bill, is to promote uniformity in education. That uniformity in education under central control it seems to me is the worst fate into which any country can fall.”

“It is perfectly clear of course, that if any such principle of Federal aid in education is established, the individual liberty of the States is gone, because I think we can lay it down as a general rule, with which everyone who has examined the course of education recently will agree, that money given for education, no matter what people say, always has a string tied to it. That appears in gifts of money by private foundations, and it appears far more, of course, when the gift comes from the Federal Government, which has already been encroaching to such an extent upon the powers of the States. But this bill establishing a Federal department of education, which has in it the principle of Federal aid, is a step and a very decisive step in exactly the same direction, and it is for that reason that we think it is to be opposed.”